State Mathematics Standards Search for the academic standards for mathematics in your state. Share your finding with the class, and identify anything that was a surprise or concern to you word count 50 RESPOND TO STUDENT POST CONNIE POST Truly, children do solve problems differently than adults. Children have more constrained encounters from which to make determinations. Regularly, they consider things solidly as opposed to conceptually. For instance, a child might believe that 3+7=37. Since they see things solidly, they are just taking a gander at the numerals that are there. The possibility that the numerals speak to an amount is a thought that is more unique. One way that an instructor may assist them with understanding that the numeral 3 speaks to an amount is using manipulative, for example, squares or different articles. Children and adults may likewise have performed distinctively in light of the fact that they reason about the world in significantly extraordinary ways. Children might be more exploratory and more prone to alter their opinions, considering a more extensive scope of conceivable outcomes including even those that are improbable. Adults might be more reluctant to reconsider their convictions. Also, notwithstanding when they do as such, they may just consider choices that they accept are probably going to be valid. PROFESSOR POST   I love how your example introduces sets to a group of students without math. Do you think that by sometimes not using math at first, can help students understand the concept more fully? 50 WORD COUNT JENNIFER POST Teaching set theory to children will allow them to distinguish when something does not belong in the same group or set as other things.  An example of this would be taking five playdough containers along with one can of soup.  Allowing the students to each look and see if all of the objects should be in the same group, and allowing them to acknowledge that the soup can does not belong in the same set as the play dough.  One additional method you might use to show this to a classroom is using the Venn diagram, where you have the circles that are overlapping each other and will allow the different items to show which belong in each group, or what belongs in both groups. 50 WORD COUNT PATRICIA POST Thinking critical can help by your statement of evidence with proof.  Ask questions about how the author used the evidence, be specific when establishing your evidence.  To be factual speaks for itself and the evidence doesn't speak for itself.  How is it put into an argument term, using too much evidence can trigger the point of view as not be confused?  This can lead to out of the range you are targeting for your point of view.  By using a dialogged, what significance has the author used giving the evidence with evaluation of your evidence?  Are there other ways of interpreting the evidence offered relation of argument?  What strategy the author used for argumentative  to prov ...

1. State Mathematics Standards
Search
for the academic standards for mathematics in your state.
Share
your finding with the class, and identify anything that was a
surprise or concern to you word count 50
RESPOND TO STUDENT POST
CONNIE POST
Truly, children do solve problems differently than adults.
Children have more constrained encounters from which to make
determinations. Regularly, they consider things solidly as
opposed to conceptually. For instance, a child might believe
that 3+7=37. Since they see things solidly, they are just taking a
gander at the numerals that are there. The possibility that the
numerals speak to an amount is a thought that is more unique.
One way that an instructor may assist them with understanding
that the numeral 3 speaks to an amount is using manipulative,
for example, squares or different articles. Children and adults
may likewise have performed distinctively in light of the fact
that they reason about the world in significantly extraordinary
ways. Children might be more exploratory and more prone to
alter their opinions, considering a more extensive scope of
conceivable outcomes including even those that are improbable.
Adults might be more reluctant to reconsider their convictions.
Also, notwithstanding when they do as such, they may just
consider choices that they accept are probably going to be valid.

2. PROFESSOR POST
I love how your example introduces sets to a group of students
without math. Do you think that by sometimes not using math at
first, can help students understand the concept more fully? 50
WORD COUNT
JENNIFER POST
Teaching set theory to children will allow them to distinguish
when something does not belong in the same group or set as
other things. An example of this would be taking five
playdough containers along with one can of soup. Allowing the
students to each look and see if all of the objects should be in
the same group, and allowing them to acknowledge that the
soup can does not belong in the same set as the play dough.
One additional method you might use to show this to a
classroom is using the Venn diagram, where you have the
circles that are overlapping each other and will allow the
different items to show which belong in each group, or what
belongs in both groups. 50 WORD COUNT
PATRICIA POST
Thinking critical can help by your statement of evidence with
proof. Ask questions about how the author used the evidence,
be specific when establishing your evidence. To be factual
speaks for itself and the evidence doesn't speak for itself. How
is it put into an argument term, using too much evidence can
trigger the point of view as not be confused? This can lead to
out of the range you are targeting for your point of view. By
using a dialogged, what significance has the author used giving
the evidence with evaluation of your evidence? Are there other

3. ways of interpreting the evidence offered relation of argument?
What strategy the author used for argumentative to prove their
point of view for the reader
PATRICIA POST
Logos appeal to reasons that often depends on the use of
inductive or deductive reasoning. Ethos, appeal is based on the
character and credibility or the writer. Pathos or emotional
appeals to an audience's need for valuable sensibilities and the
persuasive technique of pathos relates to the emotional, or
sympathetic appeal. Speakers and writers use pathos to garner
sympathy from an audience. Successful writers engender the
target emotions from the audience, be it a pity, anger, or
regret. When you attempt to persuade someone, you are
attempting to do one of two things - or perhaps both. Whether
speaking or writing, the way to persuade someone is to use
rhetoric: the art of effective writing or speaking. Since the time
of Aristotle, people have used the three pillars of persuasion in
their rhetoric: ethos, logos, and pathos. The persuasive
technique of ethosrelates to ethics. For the ethical appeal,
writers or speakers want to convince the audience that they are
a credible source. Audiences listen to and believe people whom
they believe are ethical. The persuasive technique of logos
relates to logic and reasoning. This appeal means citing facts
and statistics, citing authorities on the subject, and making
logical analogies.
WHICH IS MORE IMPORTANT THE INTRODUCTION OR
CONCLUSION? WHY? NO SPECIFIC WORD JUST
THOROUGH ANSWER